The document reviews recent research on instructional practices for teaching evidence-based practice to pre-registration allied health students. It finds that the five recommendations from Thomas et al. (2011) have been partially implemented, including use of social constructivist and scaffolded approaches. However, prior student knowledge is often overlooked, communication skills are rarely addressed, and workplace culture can undermine apprenticeship learning. Future research needs more rigorous methods and greater involvement of clinicians and patients to improve uptake of established competencies and track changes in instructional practices over time.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Using Implementation Science to transform patient care (Knowledge to Action C...NEQOS
Master Class presentation and workshop materials from the NENC AHSN Collaborating for Better Care Partnership's Master Class, led by Professor Jeremy Grimshaw' on 1st September 2014
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Using Implementation Science to transform patient care (Knowledge to Action C...NEQOS
Master Class presentation and workshop materials from the NENC AHSN Collaborating for Better Care Partnership's Master Class, led by Professor Jeremy Grimshaw' on 1st September 2014
'Demystifying Knowledge Transfer- an introduction to Implementation Science M...NEQOS
Powerpoint presentation from 'Demystifying Knowledge Transfer: an introduction to Implementation Science' - 28th May 2014.
Facilitated by Professor Jeremy Grimshaw and Dr Justin Presseau
This presentation developed by Michelle Constable and Jim McManus, explores how health psychology can help the work of Environmental Health Officers and was part of an introductory workshop for the Environmental Health Profession organised by the Beds and Herts Branch of the Chartered Institute of Environmental Health
What is implementation science and why should you careLisa Muldrew
This seminar will discuss the emerging field of implementation science with a focus on its application within clinical settings. Topics will include an overview of implementation science, how implementation science is positioned within the translation continuum, common conceptual models and analytic frameworks used in implementation science and a study example.
Achieving behaviour change for patient safety, Judith Dyson, Lecturer, Mental Health - University of Hull
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
'Demystifying Knowledge Transfer- an introduction to Implementation Science M...NEQOS
Powerpoint presentation from 'Demystifying Knowledge Transfer: an introduction to Implementation Science' - 28th May 2014.
Facilitated by Professor Jeremy Grimshaw and Dr Justin Presseau
This presentation developed by Michelle Constable and Jim McManus, explores how health psychology can help the work of Environmental Health Officers and was part of an introductory workshop for the Environmental Health Profession organised by the Beds and Herts Branch of the Chartered Institute of Environmental Health
What is implementation science and why should you careLisa Muldrew
This seminar will discuss the emerging field of implementation science with a focus on its application within clinical settings. Topics will include an overview of implementation science, how implementation science is positioned within the translation continuum, common conceptual models and analytic frameworks used in implementation science and a study example.
Achieving behaviour change for patient safety, Judith Dyson, Lecturer, Mental Health - University of Hull
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
App-Indexing @ SEO Barcamp - London 2016David Iwanow
SEO Barcamp has been running for several years in London and on Thursday the 19th May 2016 I presented on the topic of App-Indexing. The presentation was a short version of the App-Indexing topic I presented that same day at SMX London. The audience was inhouse SEOs who seemed to enjoy the mini presentation.
How To Launch A Product On Product HuntRoy Povarchik
Product Hunt is one of the hottest places to launch your startup in right now!
We had the pleasure to host Ben Lang, Founder of MapMe and a Product Hunt moderator to tell us more about the platform and how leverage it for a successful launch.
GS1 SmartSearch - nowy standard GS1 dla eCommerceJacek Pucher
Prezentacja GS1 SmartSearch nowego standardu GS1 opracowanym z myślą o sklepach i producentach, którzy chcą:
• poprawić widoczność produktów w Internecie,
• zamieszczać opisy produktów ułatwiające ich „zrozumienie” i znajdowanie przez wyszukiwarki internetowe.
New India Assurance is one of the oldest and most recognized insurance companies in India in the general insurance category. It caters to almost every general insurance products. It offers a wide variety of helpful insurance products and allows you to make the purchase online.
6410 Application 3 Becoming a Leader in the Translation of Evide.docxtroutmanboris
6410 Application 3: Becoming a Leader in the Translation of Evidence to Practice
Note: Have an APA Level 1 header for each area noted below in blue (a level 1 header is centered, bolded, using upper and lower case letters—see APA manual area 3.03) Follow APA format and include a minimum of 5 scholarly references less than 5 years old.
Include a BRIEF Introduction and Summary in addition to the headers below. DO NOT EXCEED THREE PAGES AND MUST CITE OFTEN THROUGHOUT THE PAPER.
Grading Area
Points Possible
Points Earned
Potential areas for earning points:
Header: Efforts to Increase Finance and Economic Knowledge
How you would continue to increase your knowledge and awareness of financial, economic, and other concerns related to new practice approaches
2
Header: Use of Evidence to Improve Practice
How translating evidence would enable you to affect or strengthen health care delivery and nursing practice
2
Header: Advocating for EBP Policy Change
How you would advocate for the use of new evidence-based practice approaches through the policy arena
2
Potential areas for losing points:
Grammar, Spelling, and APA errors
Up to 2 pt. deduction
Went Over Page Limit (2-3 pages max)
Up to 2 pt. deduction
Improper credit & citation issue
(See Turnitin Report)
1-6 pt. deduction
Late Submission
20% deduction (1.2 pts) per day late (per syllabus)
6 Total Points Possible
Total Points Earned
P.S. Under the first header on “Effort to Increase Finance and Economic Knowledge, please refer to the attached week 6 discussion you did for me, except you did not include specific numbers and statistics. Below is the critique made by the professor on that area. Please read through the critique and try to incorporate it in this portion of this paper.
Dear student: Thank you for your contribution to this week’s discussion. You brought forward potential costs associated with increased mobilization of ICU patients….namely the need for more nurse time. Do you have some hard numbers you can provide on the potential cost of this? Do you have any local or national information on the cost of not mobilizing the patients (longer stays, increased infection, readmission)? Calculating approximate cost associated with the practice change versus the cost of not changing is important. This will help stakeholders see the value in the investment.
DISCUSSION PAPER
Evidence-based practice models for organizational change: overview
and practical applications
Marjorie A. Schaffer, Kristin E. Sandau & Lee Diedrick
Accepted for publication 19 July 2012
Correspondence to M.A. Schaffer:
e-mail: [email protected]
Marjorie A. Schaffer PhD RN
Professor of Nursing
Bethel University, St. Paul, Minnesota, USA
Kristin E. Sandau PhD RN CNE
Professor of Nursing
Bethel University, St. Paul, Minnesota, USA
Lee Diedrick MAN RN C-NIC
Clinical Educator
Children’s Hospitals and Clinics of
Minnesota, St. Paul, Minnesota, USA
S C H A F F E R M . A . , S A N D A U K ..
This paper provides an overview of evidence-based educational interventions (EBEIs) and associated practices in school psychology. The profession has, for some time, embraced scientific principles and procedures across areas of professional practice, including diagnosis and classification, assessment, prevention and intervention, consultation, and research and program evaluation. More recently, the profession has embraced evidence-based prevention and intervention practices, intending to implement them in schools. Source: https://ebookschoice.com/evidence-based-educational-interventions/
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docxkendalfarrier
NONPF - 1
NURSE PRACTITIONER CORE COMPETENCIES
April 2011
Amended 2012*
Task Force Members
Anne C. Thomas, PhD, ANP-BC, GNP - Chair
M. Katherine Crabtree, DNSc, FAAN, APRN-BC
Kathleen R. Delaney, PhD, PMH-NP
Mary Anne Dumas, PhD, RN, FNP-BC, FAANP
Ruth Kleinpell, PhD, RN, FAAN, FCCM
M. Cynthia Logsdon, PhD, WHNP-BC, FAAN
Julie Marfell, DNP, FNP-BC, FAANP
Donna G. Nativio, PhD, CRNP, FAAN
Note: Terms in bold are defined within the glossary found at the end of the competencies.
Preamble
In August 2008, NONPF endorsed the evolution of the Doctorate of Nursing Practice (DNP) as the entry
level for nurse practitioner (NP) practice (NONPF, 2008a). Nurse practitioner education, which is based
upon the NONPF competencies, recognizes that the student’s ability to show successful achievement of
the NONPF competencies for NP education is of greater value than the number of clinical hours the
student has performed (NONPF, 2008b).
The Nurse Practitioner Core Competencies (NP Core Competencies) integrate and build upon existing
Master’s and DNP core competencies and are guidelines for educational programs preparing NPs to
implement the full scope of practice as a licensed independent practitioner. The competencies are
essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the
population focus of the program and are necessary for NPs to meet the complex challenges of translating
rapidly expanding knowledge into practice and function in a changing health care environment.
Nurse Practitioner graduates have knowledge, skills, and abilities that are essential to independent
clinical practice. The NP Core Competencies are acquired through mentored patient care experiences
with emphasis on independent and interprofessional practice; analytic skills for evaluating and
providing evidence-based, patient centered care across settings; and advanced knowledge of the
health care delivery system. Doctorally-prepared NPs apply knowledge of scientific foundations in
practice for quality care. They are able to apply skills in technology and information literacy, and engage
in practice inquiry to improve health outcomes, policy, and healthcare delivery. Areas of increased
knowledge, skills, and expertise include advanced communication skills, collaboration, complex decision
making, leadership, and the business of health care. The competencies elaborated here build upon
previous work that identified knowledge and skills essential to DNP competencies (AACN 1996; AACN,
2006; NONPF & National Panel, 2006) and are consistent with the recommendations of the Institute of
Medicine’s report, The Future of Nursing (IOM, 2011).
At completion of the NP program, the NP graduate possesses the nine (9) core competencies regardless
of population focus.
* Amended as result of additional validation through the 2011-2012 Population-Focused Competencies Task Force.
Competencies 7, 6, & 7 .
Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell,...Kim Elaine Mitchell
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
EBP is a systemic interconnecting of scientifically generated evidence with the tacit knowledge of the expert practitioner to achieve a change in a particular practice for the benefit of a well-defined client/ patient group.
Evidence-based practice as it applies to the library and information sector and, in particular teacher-librarians, is the focus of this research investigation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Evidence based practice (EBP) is an imperative in heath
Introduced to novice clinicians in their pre-registration
training
Range of challenges to EBP in both university and healthcare
setting
How do we translate classroom acquired understandings to
the very real (and very messy) world of clinical practice?
INTRODUCTION
3. The aim of this study is to update a previous review on the
effectiveness of teaching and assessment interventions for
evidence based practice in health professions (Thomas et al.,
2011).
This study also aims to analyse the extent to which the
recommendations made as a result of that review have
emerged in teaching practices.
AIM
4. Based on literature published up until the end of 2010.
Aimed to develop a pedagogically sound approach that
incorporated EBP into all aspects of allied health curriculum, as
a means of embedding it into the daily practice of clinicians.
Reviewed the epistemological foundations of EBP and suggested
a social constructivist approach to the knowledge, beliefs and
attitudes inherent in EBP.
Argued persuasively for the integration of clinical experience and
structured reflection as a core feature of effective EBP units.
Reviewed evidence around the effectiveness of existing teaching
and assessment interventions for research methods and
evidence based practice in allied health. Noted the quality of the
evidence base to that point was relatively poor and could be fully
relied upon for translation into practice.
THOMAS ET AL., (2011)
5. 1. Consider the learner’s existing knowledge, beliefs and
attitudes about evidence based practice
2. Understand the salient role of social negotiation and
collaboration with peers in incorporating evidence in clinical
decision making
3. Acknowledge that the learning situations, content and learning
activities are meant to foster self-analysis, problem-solving,
higher-order thinking and deep understanding; as such, they
must be relevant, authentic and represent the natural
complexities of the world
4. Support collaborative learning which exposes students to
alternative viewpoints and affords them the opportunity for
apprenticeship learning
5. Scaffold learners from what is presently known to what is to be
known, thereby facilitating the learner’s ability to perform just
beyond the limits of current ability
FIVE RECOMMENDATIONS
6. The ITEA (integrating theory, evidence and action) method
Developed to allow the integration and synthesis of a range of
evidence, which originates from a range of inquiry traditions
Seven steps, which are describe fully in Hitch, Pepin &
Stagnitti (2014)
METHOD OF THIS STUDY
7. Step Description of Step Current Study
1 Clinical / critical question: Choose a
clear, concise question which will be
addressed
Does the peer reviewed evidence
published about teaching research
methods and evidence based
practice between 2011 and 2015
reflect the pedagogical
recommendations of Thomas,
Saroyan and Dauphinee?
2 Framework: Choose a suitable
theory or model in which to embed
the evidence
Five recommendations for
instructional design about evidence
base practice for allied health
professionals
METHOD OF THIS STUDY
8. Step Description of Step Current Study
3 Identification: Define the
methodology and data required to
answer the clinical/critical question
Integrated review of literature.
Search Terms – evidence based
practice, evidence, research,
research methods, allied health, pre-
registration
Inclusion criteria – 1) Evidence
published in peer reviewed journal, 2)
Published between 2011 and 2015,
3) Published in English and 4)
Addressing pre-registration allied
health education
Exclusion criteria – 1) Evidence
related to medical or nursing
education and 2) Anything outside of
the identified inclusion criteria
METHOD OF THIS STUDY
9. Step Description of Step Current Study
4 Deconstruction: Sort and classify
data into the conceptual categories
of the chosen model
All data from identified evidence was
classified according to one of the five
recommendations
5 Analysis: Critically analyse collected
evidence, both at an individual
source level and collectively under
the theoretical concepts
Each article was individually critiqued
and provided a level of evidence from
either the NHMRC Evidence Hierarchy
(National Health And Medical
Research Council, 2000) or the
Rosalind Franklin Qualitative
Research Appraisal Instrument (RF-
QRA) (Henderson and Rheault, 2004).
All evidence for each of the five
recommendations was then analysed.
METHOD OF THIS STUDY
10. Step Description of Step Current Study
6 Reconstruction: Rebuild the data
into a coherent whole using the
chosen theoretical concepts
Evidence is correlated, consolidated
and compared before being
formulated into a prose statement
addressing the clinical/critical
question.
7 Transfer and Utilisation: identify the
ways in which the evidence can be
applied to practice and future
research
Evidence statements was the subject
of reflection and colleague
consultation, before a plan for
transfer and utilisation was made.
METHOD OF THIS STUDY
11. Seventeen studies from universities around the world
Broad range of allied health disciplines represented, with PT
(n=8, 47%) and OT (n=5, 29%) the most often included.
Many studies (n=6, 35%) only provided a narrative of
initiatives or theoretical discussion.
All quantitative studies (n=9, 53%) used methods of relatively
low rigour methods, including pre-post and descriptive. The
two qualitative studies adopted more rigorous methods.
Studies tended to investigate only the experiences of students
(n=5, 29%) or teaching staff (n=3, 18%), although two studies
did attempt to triangulate by recruiting participants from both
groups.
FINDINGS
12. Relatively few studies considered a learners pre-existing skills or
knowledge in evidence based practice
A general sense that all allied health students begin from a very low basis
of prior knowledge.
However, most of the evidence relevant to this recommendation discussed
around what knowledge, beliefs and attitudes was considered relevant (or
not) to evidence based practice.
Competence in conducting research and competence in its use and
translation are not the same thing.
General perception that allied health students perceive EBP as difficult,
time consuming and irrelevant to their clinical practice, and that these
attitudes are a barrier to their engagement in learning about EBP
Clinical competencies are deeply rooted in the knowledge, beliefs and
attitudes developed prior to practice and tend to persist throughout
careers.
LEARNERS EXISTING KNOWLEDGE,
BELIEFS AND ATTITUDES
13. Diverse views within the studies around whether social negotiation and
collaborative clinical decision making is present in current
instructional practices for EBP with allied health students.
Several authors highlighted the lack of instructional practices which promote the
same skills with patients or clients, which is a major omission.
The teaching of how to effectively communication evidence in ways that support the
understanding and engagement of clients and other non health professionals (such
as carers, funders and the wider community) is a recognised gap in current practices
Methods currently being used to promote social negotiation and
collaborative decision making included
group assignments
the sharing of reading lists
small group case discussions
group activities around journal articles
journal clubs
SOCIAL NEGOTIATION AND
COLLABORATIVE DECISION MAKING
14. The recommendation with the strongest uptake, which is unsurprising given
the adult learning context of university education
Outcomes for undergraduate allied health students are limited to changes in
potential clinical behaviours – the instructional practices are assessed only in
the university context and their translation to practice is not assured.
Methods currently being used to provide relevant and authentic learning
included
professional poster presentations and simulated research projects
application of pre-appraised evidence
production of EBP evaluations for community programs
dialoguing about client diversity
guest speakers and panel discussions
Assignments embedded in or utilising case studies
Extended assignment to transform students into EBP champions
RELEVANT AND AUTHENTIC LEARNING
15. The idea of an ‘apprenticeship’ approach to EBP is related to the
process of lifelong learning in several of the studies.
Relationships with librarians were regularly identified as a source of
valuable support and sustainable engagement in EBP
Several problematic aspects of the collaborative learning and
apprenticeship are also identified in the partnerships that students are
likely to make with clinicians, who are often reluctant, ambivalent or
resistant to embed EBP regularly into practice
Providing students with resources to sustain their EBP after graduation
from university was also recommended – information about reputable
free databases, lists of key research journals relevant to the discipline
and explicit linking of the EBP instructional practices to graduate
attributes
COLLABORATIVE LEARNING
16. Near universal agreement in the evidence that allied health students
should be introduced to EBP as early as possible in their professional
education
A number of articles described an EBP curriculm that was embedded in
all years of an allied health course, building skills each year and
including regular refresher classes and planned redundancy
The process approach is preferred to the specialist approach, where
students are given the skills to conduct EBP rather than being taught
the specific evidence relevant to their profession
A common trajectory through allied health courses is to begin with
basic EBP concepts, and work through clinical scenarios of increasing
complexity until the students complete a capstone project
Current scaffolding practices also do not always address all five stages
of EBP identified in the Sicily Statement on Evidence Based Practice
Asokan (2012) has recently proposed competencies related to each of
the five stages, which could provide a framework for scaffolding
students’ progression towards competence in each of these areas.
SCAFFOLDED LEARNING
17. There remains a lack of rigour and methodological issues in the evidence
around instructional practices for EBP with allied health students, and it
remains mostly exploratory and descriptive in nature. The effectiveness of any
of the instructional practices identified is therefore yet to be rigorous tested,
which has implications for its implementation into educational practice.
Several documents outlining the competencies required for EBP are available
(e.g. Asokan, 2012, Dawes et al., 2005), but the lack of uptake suggests they
may not meet the needs of all of the diverse disciplines that make up allied
health.
The omission of ‘skills’ from Thomas et al.’s (2011) first recommendation is
also curious, given that must of the published evidence focuses on the
performance of tasks such as using databases and critiquing articles.
Given the widening participation agenda in higher education globally (Gale,
2011) and the requirement of higher degrees for registration in some allied
health professions (Royeen and Lavin, 2007), students are entering allied
health profession courses with more diverse prior knowledge than previously. It
is therefore increasingly possible that students will already have some skills in
EBP, and not addressing these would lead to inappropriate scaffolding and
potential de-motivation.
REFLECTIONS
18. Instructional design to promote social negotiation and collaborative
decision making does appear to have been implemented in some areas,
but this constructivist approach to EBP is not broadly prevalent.
The limiting of negotiation and collaboration to colleagues in the
health professions is a potential barrier to students developing EBP
knowledge, skills, beliefs and attitudes. Allied health professionals
must be able to describe and justify their chosen assessments and
interventions to patients and clients (and others) to fulfil their ethical
obligations and professional values (Rozas and Grady, 2011).
EBP findings and information must also be communicating differently
for different audiences (Torrey et al., 2001), while this skill is
addressed in existing competency statements, it is rarely taught to
students. However, without a grounding in communication skills for
these different audiences, the outcomes of the EBP process are
unlikely to be disseminated.
While there are many methods being employed to ensure students
learning about EBP are authentic and relevant to clinical practice, the
observation from several authors about the limited reach of university
teaching is a sound one.
REFLECTIONS
19. An allied health student could receive a comprehensive grounding in
EBP, but not be able to deploy their knowledge and skill post
graduation due to workplace culture. This undermines the fourth
recommendation, which proposed the creation of opportunities for
apprenticeship learning, if that learning is considered to be lifelong.
If students continue to have access to library services post graduation,
the apprenticeship style of learning could be maintained, but this is not
always the case.
The use of scaffolding appears to be widespread in instructional
practices for EBP with allied health students, and embedded
approaches are far more common than stand-alone. However, while the
teaching methods are scaffolding across the multiple years of each
course, they are not structured according to all five stages of EBP as
identified in the Sicily Statement (Dawes et al., 2005).
There could be a ‘ceiling effect’ when only the first three steps of EBP
are covered, so the inclusion of the final two steps might allow more
senior students to continue their development.
REFLECTIONS
20. The five recommendations made by Thomas et al. (2011) have been
implemented into practice in pre-registration allied health courses to a
varying degree. The social constructivist approach to EBP for allied
health students is being implemented, but prior knowledge of students
is not being assessed as a basis for scaffolding, communication of EBP
to varying audiences is rarely addressed and the impact of clinicians on
the learning of EBP knowledge, skills, beliefs and attitudes remains
problematic.
Future research and development in this area should therefore
Include more rigorous methods
Include greater involvement of clinicians and patients or clients in the teaching of
EBP
Investigate the poor uptake of existing resources (such as the established
competencies across all five steps of EBP)
Include a periodic review of the literature addressing instructional design for EBP,
to track changes in practice around the world and provide momentum for
continuing improvement.
CONCLUSION